May problem-based learning get higher evaluation from student?

Abstract

PurposeThe paper aims to explore the effect of problem-based learning (PBL) embedding degree and education level on individual perception, as well as the moderating effect of nationality.Design/methodology/approachThe paper first conceptualizes PBL embedding degree which means the extent of applying PBL. It takes an empirical study on an international MBA class in one of the first-class universities in China. An investigation is taken with the designed “PBL-based Cognitive Perception Scale” and an Ordered Probit Model is constructed.FindingsThe findings of this study are as follows: PBL embedding degree has a significant effect on the cognitive perception of student, which varies in different dimensions; the educational level of international student positively affects the cognitive perception toward PBL; and nationality may moderate the relationship between the PBL embedding degree and individual perception.Originality/valueThe paper replenishes the investigation and application of Bloom’s Taxonomy of Learning. By conceptualizing PBL embedding degree, the paper extends the research perspectives of PBL and proposes a subjective method on the evaluation of PBL. The paper also may provide a guidance for PBL curriculum design with sustainable development of education.

Keywords

• subjective perspective
• individual perception
• pbl embedding degree
• problem-based learning (pbl)